Teaching Literacy through Movement: A Transformative Partnership

Autor/inn/en	Howerton-Fox, Amanda; Veyvoda, Michelle A.; Park, Hannah; Silvestri, Julia
Titel	Teaching Literacy through Movement: A Transformative Partnership
Quelle	In: Odyssey: New Directions in Deaf Education, 22 (2022), S.20-24 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1544-6751
Schlagwörter	Literacy Education; Dance Education; Partnerships in Education; Sign Language; Deafness; Interdisciplinary Approach; Elementary School Students; New York (New York) + Suchen Sie Ihr Suchwort? Dance; Education; Tanzerziehung; Hochschulpartnerschaft; Gebärdensprache; Gehörlosigkeit; Taubstummheit; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität
Abstract	At the New York School for the Deaf, Fanwood, students participated in a school-based community arts program designed to use creative movement to enhance deaf and hard of hearing children's literacy skills. This program brought together professionals from a variety of disciplines, including deaf education, speech-language pathology, and dance education. These professionals, with a team of teachers, teaching assistants, and administrators, developed and implemented an innovative curriculum that has the potential to transform the way deaf and hard of hearing students from across ethnic, linguistic, and socioeconomic backgrounds experience literacy instruction while increasing access to dance education. This article describes some of the activities tried, the lessons learned, and the questions still encountered. (ERIC).
Anmerkungen	Laurent Clerc National Deaf Education Center. Gallaudet University, 800 Florida Avenue NE, KS 3600, Washington, DC 20002. Tel: 800-526-9105; Tel: 202-651-5340; Fax: 202-651-5708; e-mail: odyssey@gallaudet.edu; Web site: http://clerccenter.gallaudet.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01